TEACHERS NOTES

claim’s success. It also examines broader concepts Contents such as colonisation, land rights and native title— Introduction 1 in and internationally—and looks at what Background information 2 happened in the past and what is happening now. Features and uses 4 Combining CD-ROMs with a website and online data- base, the project brings together a documentary video Designing a unit of work 5 with hundreds of specially created audio-visual Selecting a starting point 6 sequences and a wealth of text and images from Activity suggestions 6 primary and secondary sources. These teachers notes will help you explore the poten- tial of the materials. They provide summaries, set the Introduction resources within an educational framework, explain ‘Mabo is the name that’s identified with a legal some uses of the key tools and features, and suggest revolution in Australia. But Mabo was not just a court classroom activities. The materials cross disciplines case: was a man—an obstinate, difficult and can be used at different year levels. The variety of and passionate human being, who was consumed media makes it easier for different students to access with preserving the culture of a tiny island.’ the content. Trevor Graham, co-author/director of It’s assumed that you’ll pick and choose from the vast Mabo—The Native Title Revolution amount of material available, adapting for a year level, the needs of a particular group of students and your In 1992, the put an end to the school in your part of Australia. legal fiction that Australia was empty before it was occupied by Europeans. It upheld the claim of Eddie Levels and audience ‘Koiki’ Mabo and his fellow plaintiffs that Murray Senior secondary, undergraduate and research at adult Islanders were the traditional owners of land on the levels island of Mer in the . Mabo—The Native Title Revolution delves into the Key learning areas Mabo legal case and the important issues it raises for Aboriginal Studies, Australian Studies, English, Australians and indigenous peoples everywhere. This Indigenous Studies, Studies of Society and multimedia resource gives an overview of the case and Environment, History, Legal Studies, Politics, provides an insight into Torres Strait Islander culture Information Technology, and multimedia across the and Eddie Mabo himself—both were crucial to the curriculum

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the Act in the High Court, arguing the law Background information is discriminatory. In 1788, the British claimed ownership of the entire • Meanwhile, no agreement is reached on the state- Australian continent. To the European mind, the indige- ment of facts so the High Court refers the matter to the nous people who had occupied Australia for many Supreme Court of Queensland in 1986. thousands of years were nomads, without property, • In 1987 Eddie Mabo and his colleagues agree that if social organisation or systems of laws. So the British their challenge to the Queensland Act fails, they will held that Australia was , land belonging to also drop their land claim case. no-one. This included the islands of the Torres Strait. • In December 1988, the High Court finds in favour of In 1981, Eddie Mabo and other Mabo and rules that the Queensland Act is discrimina- decided to fight for their ancestral right to land on Mer, tory. This becomes known as Mabo no. 1. which the British had renamed Murray Island. They took government to court. The case • After a two year wait, the land claim case continues. became known as the Mabo case. In May 1989, the Supreme Court travels to the Torres Strait to hear more evidence. They argued for acknowledgment of ‘native title’ and the complex, customary patterns of land ownership, • In November 1990, the Supreme Court of inheritance and use that predated colonisation. Central Queensland hands its decision to the High Court of to the case was Malo, a Meriam god (represented as Australia. Justice Moynihan of the Supreme Court dis- an octopus) who gave the Islanders their laws. putes Eddie Mabo’s evidence, declaring that Eddie was not adopted by Benny and Maiga Mabo. When the court ruled in favour of the Murray Islanders Moynihan denied Mabo’s claims to land. in 1992, it recognised their equality before the law and the obligation for Australian law to respect Meriam law. • The legal issues raised by this process can be argued In doing so, it marked a new way for Australia to view in the High Court. Hearings begin in May 1991. its history and future. • On 21 January 1992, Eddie Mabo dies of cancer. • The High Court delivers its verdict on 3 June 1992 in Edward Koiki Mabo favour of Mabo and his fellow plaintiffs. This becomes • Born on Mer in the Torres Strait in 1936. known as Mabo no. 2. • Fifth child of Robert and Poipe Sambo. • This High Court ruling overturns the legal doctrine of • Adopted by his mother’s brother Benny Mabo and terra nullius and recognises that wife, Maiga after his mother’s death. —the community of Murray Island had a valid system • After leaving Mer at 16, he lived and worked in the of land ownership that predates white settlement Torres Strait, rural Queensland and . —Australia’s Indigenous peoples owned traditional • Inherited Mabo land, but his adoption and his right to land under native title the land would be disputed in the courts. —native title continues to the present day, unless • Became the leading plaintiff in the Mabo case. extinguished by the Crown —native title may be extinguished if the landholders The case lose all connection to their lands and cease to observe • At a land rights conference in Townsville in 1981, their traditional laws and customs. Eddie Mabo and other Murray Islanders decide to pur- sue their land claim. Who’s who? • Claim lodged in the High Court of Australia on 20 Here are some of the key names you’ll come across on May 1982. the CD-ROM. • Queensland Government responds with a legal chal- The Mabo case: lenge in the High Court. Eddie Mabo and the other plaintiffs, the legal team, supporters and family plaintiffs agree to prepare a ‘statement of facts’ on Melissa Castan—member of the Mabo legal team which the legal argument could proceed. Ron Castan—senior barrister representing Eddie Mabo • Queensland Government passes Queensland Coast and fellow plaintiffs in the Mabo case Islands Declaratory Act in 1985 which is designed to HC (Nugget) Coombs—Chair of Council for Aboriginal extinguish native title (if it is found to exist). Affairs 1967–76 and one of the original supporters of • Eddie Mabo and his colleagues launch a challenge to the Mabo claim

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Barbara Hocking— barrister representing Eddie Mabo Names of note and fellow plaintiffs in the early stages of the Mabo Walter Baldwin Spencer—Australian anthropologist, case noted for his work around the turn of the 20th century Bryan Keon-Cohen—barrister representing Eddie with the Aboriginal peoples of Central Australia Mabo and fellow plaintiffs in the Mabo case John Batman—colonial explorer who, in 1835, made a Robert Lehrer—member of the Mabo legal team treaty with a group of Aboriginal men on the site of Greg McIntyre—solicitor representing Eddie Mabo and what would later be Melbourne fellow plaintiffs in the Mabo case AC Haddon—anthropologist from Cambridge Sean McLaughlin—member of the Mabo legal team University, England who published a six-volume report on the in the early 1900s. Flo Kennedy—an Islander advisor to the Mabo legal team Malcolm Fraser—prime minister of Australia 1975–83 Noel Loos—Eddie Mabo’s biographer and friend Robert Hawke—prime minister of Australia 1983–91 Benny and Maiga Mabo—Eddie Mabo’s adoptive par- John Howard—prime minister of Australia 1996– ents after the death of his mother. It was their land on —prime minister of Australia 1991–96 Mer that Eddie Mabo claimed. William McMahon—prime minister of Australia —wife of Eddie Mabo 1971–72 Mabo family—the children of Eddie and Bonita Mabo Professor Henry Reynolds—historian and author on are Eddie Jnr, Maria Jessie, Bethel, Gail, Mal, Malita, Indigenous issues Celuia, Mario, Wannee and Ezra Gough Whitlam—prime minister of Australia 1972–75 Eddie Mabo—leading plaintiff in the Mabo legal case Other cases Father Dave Passi—plaintiff in the Mabo legal case Gove—a land rights action by the Yolngu people of Sam Passi—witness in the Mabo legal case Yirrkala in 1971. It was the first case brought by James Rice—plaintiff in the Mabo legal case Aboriginal people that argued Celuia Salee—original plaintiff in the Mabo legal case should be accepted in Australian law as the rightful owners of their traditional country. It was unsuccessful. Robert and Poipe Sambo—parents of Eddie Mabo Wik—the first native title judgment delivered by the Dr Nonie Sharp—anthropologist, one of the original High Court for mainland Australia. supporters of the Mabo claim and an adviser to the Mabo legal team The judges Justice Brennan— High Court Justice Eddie Mabo Justice Blackburn—Northern Territory Supreme Court judge, ruled on the Gove case Justice Dawson—High Court Justice, wrote the only opposing judgment in Mabo no. 2 Justice Deane— High Court Justice Justice Gaudron— High Court Justice Justice Gibbs—Chief Justice of the High Court when Mabo commenced Justice McHugh— High Court Justice Justice Mason—Chief Justice of the High Court during Mabo no.2 and from 1987 in Mabo no.1 Justice Moynihan—heads the Supreme Court of Queensland hearing into the Mabo legal case to estab- lish the facts of the case Justice Toohey— High Court Justice Justice Woodward— High Court Justice Photo: Jim McEwan, The Age

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Malo, the agud or mythical god who came to Mer The significance of Malo (pronounced Mare), is represented by the octopus. The image has been used for the main menu of Mabo—The Native Title Revolution. The story of Malo is told as a graphic animation at the start of the Mabo CD-ROM. This animation is also the first topic in the Mer subject strand. Malo’s law underpins traditional Meriam culture. It is woven into the rules of land ownership, respon- sibilities and use as well as religious beliefs and rituals. These cultural traditions survived both the arrival of the London Mission Society (which intro- duced Christianity in 1872) and State and Federal legislation. They were presented as part of the evidence for the defence in both Mabo cases. The law of the Meriam, known as Malo’s Law, comes from the sea. According to myth, Malo crossed the Torres Strait from the northwest, firstly as a whale, before transforming himself into many sea creatures. On arriving he took the form of an octopus, was acknowledged as a supernatural being and became the god of the eight clans of the Meriam. Malo, or Bomai, which is his secret and more sacred name, established the law which decreed that clans keep to their own paths, ‘swim with their own kind’, sow their lands and conserve the seas. —from Malo-Bomai topic in Mabo—The Native Title Revolution

Features and uses A multimedia learning tool The topics within the subject strands can be played Mabo—The Native Title Revolution is an extensive and almost continuously, creating a sense of motion and many layered resource so it is important to work film. The use of documentary footage in the Mabo through the tutorial on the Install CD-ROM. The CD- strand and in the information drawers allows students ROM packaging contains more information on how to to see and hear Eddie Mabo and other key figures. use and navigate the CD-ROM as well as details on the content, authors and installation. This information is The tools encourage active participation and use. also available online at www.MaboNativeTitle.com When you watch a topic, the boatman at the bottom of the screen lets you fast forward and rewind, a pause Seeing and listening button lets you stop the topic and the basket lets you The most important and engaging features of this mul- save items you may need later. Having this opportuni- timedia resource are the use of visual images, voice ty to replay a segment allows students time to make over and music. Seeing and listening makes concepts notes, to decide whether this is a topic they want to more accessible than the use of print texts alone. The save, and to understand difficult language in context. use of legal terms in The Case and Native Title subject strands and the complex argument underpinning the Land Rights strand can be more easily understood in context when there is a visual representation. Students hear the word dispossession, learn its spelling and use in context, and see a number of powerful pictures and photos illustrating it and the cruelty and humiliation which accompanies it.

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Designing a unit of work Example 3 You can design a unit of work using learning out- You’ll need to set Mabo—The Native Title Revolution comes. The materials lend themselves very well to the within a curriculum framework. It may be: Studies of Society and Environment. However, they are • a Key Learning Area equally relevant to the Arts, English, History or Media • the curriculum documents from your State/territory, Studies. or • Describe the ideas, people or events which changed • the National Goals for Education from the recent a society. (SOSE) Ministerial Council on Education, Employment, • Explain peoples’ motives and actions from various Training and Youth Affairs. perspectives. (SOSE) You might begin to design the unit of work using an • Explain how different factors influence an individual’s aim or objective, a particular learning model or learn- identity. (SOSE) ing outcomes. The following examples provide some • Describe features of the Australian political and legal possible beginnings for unit development and design. systems at local, state and federal levels. (SOSE) Example 1 • Make and present media productions or dramatic ‘The Adelaide Declaration on National Goals for works which explore complex issues, ideas and feel- Schooling in the Twenty-first Century’, the Tenth ings. (The Arts/Media, English) Ministerial Council on Education, Employment, • Read a computer-generated text on an issue (such Training and Youth Affairs in Adelaide 22-23 April 1999 as land rights), examining point of view and selection, www.curriculum.edu.au/mceetya/nationalgoals/ omission and use of evidence, and attempt to evaluate natgoals.htm some of the arguments. (English, History, Information Under Section Three of the National Goals you’ll find Technology) the following statement: • Use a variety of text types to write about challenging Schooling should be socially just, so that: all students ideas and issues. (English) understand and acknowledge the value of Aboriginal The language you use and Torres Strait Islander cultures to Australian society and possess the knowledge, skills and understanding As you begin to develop a unit of work you’ll need to to contribute to, and benefit from, reconciliation think about your language choice, your own under- between Indigenous and non-Indigenous Australians. standing of Australian history and its starting point, as well as contemporary perspectives about Aboriginal Example 2 and Torres Strait Islander peoples. Teaching Aboriginal Studies edited by Dr Rhonda When making conscious decisions about the use of Craven (Allen & Unwin, 1999). Contributors to this text words and accompanying values such as ‘invasion’ or for teachers include tertiary academics and teacher ‘white settlement’, ‘dispossession’ or ‘occupation’ or educators, Aboriginal educators and research officers the more neutral ‘pre and post European contact’, you and Aboriginal elders and educators. It states: may wish to talk through such concepts with other Teachers are a crucial link between the rhetoric of teachers in your faculty, department or school. Reconciliation and the reality of a vision fulfilled. Their Reference to the curriculum materials and the advice role is fundamental to the process because it involves of Aboriginal and Torres Strait Islander Education Units taking the discussion into classrooms and allowing within your state or territory may assist you. informed debate to flourish on Reconciliation. A common mistake is to focus units on traditional soci- eties. Such an inappropriate approach ignores the real- ities of our history and the consequences of our histo- ry for today’s Indigenous peoples. See Chapter 14 ‘Developing Teaching Activities’ for a theoretical model which suggests a holistic way to explore present, past and future perspectives when developing Indigenous Australian Studies units of work.

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Selecting a starting point Activity suggestions

Pre-teaching Subject strand: Mer Mabo—The Native Title Revolution deals with many Mer is one of the three Murray Islands. It is Eddie complex concepts such as reconciliation, hearsay and Mabo’s birthplace and the home of the . litigation. There may also be a need to pre-teach legal This strand provides an insight into Meriam history and language (eg plaintiffs, justices) and processes (eg culture, which was crucial to the success of the Mabo court structure, the absence of juries). case. The Malo story is included here. Pre-teaching activities can be easily constructed and Suggested activities are very useful for English as a Second Language stu- • Find out where the Murray Islands are and draw a dents in particular. Examples include: map and timeline summarising major events in the his- • constructing various sentences that incorporate a tory of the Meriam people. (See also the Map and difficult word or concept Timeline on the CD-ROM.) • predicting the meaning of the word • Write a letter to a friend overseas describing what • matching keywords to pictures you learnt in your two-week holiday on the island of • asking groups to role-play keywords Mer or design a travel brochure describing the island and the people living there. When you play a subject strand on the CD-ROM, stop and replay parts that may be difficult. List the heading Subject strand: The Man of the topic you are watching and a word or phrase for each point, constructing an advanced organiser which The Man is a biography of Eddie Mabo, the leading highlights some difficult language and concepts. You plaintiff in the Mabo case. It traces his development as may like to get students to go through this exercise too. a person, activist and significant contributor to the rights of Indigenous peoples. It shows a person both Starting points—selecting strands ordinary and extraordinary; a man capable of great commitment, sacrifice and generosity. Eddie Mabo is There’s so much material in Mabo—The Native Title not presented as traditional hero or ‘great man’. While Revolution that you’ll need to work through the tutorial sympathetic, the commentary includes some critical and then skim through the subject strands to find out evaluations that allow a more real and balanced view. what’s there and what you want students to use. He and the other plaintiffs provide a model for young There is considerable overlap in the content so selec- people in demonstrating that individuals can and do tion is important. On the other hand, there is plenty of take on the system to right injustices. scope for extension activities; the repetition of content through a different focus could be very useful. Suggested activities Once you’ve identified the learning outcomes and • Identify all the plaintiffs in the Mabo case and other where this unit of work fits in your yearly program, you people who played an important role in bringing the need to choose a strand with which to begin. issue of land rights in the Murray Islands to court (Could be compiled from other sources as a pre-teach- Both Mabo and The Man strands could form the foun- ing activity or from the CD-ROM and further research). dation for exploring concepts such as the nature of justice, the process of democracy, taking a stand, or • Design and produce a slide show or a presentation belonging. using Powerpoint or the CD-ROM for a younger audi- ence to give an overview of the contribution of Eddie Any one of the strands Native Title, Land Rights or Mabo and the other plaintiffs to Australian society. Terra Nullius could be the starting points for an histor- ical and political overview leading on to the issues of • Research and write a short documentary film script reconciliation or of land rights in Australia. (including a storyboard) about a significant contribu- tion to the community by a member of your local com- munity. Older students could compare the selected person with a person who is significant to them. • Invite some members of a local Indigenous commu- nity to give their views on Eddie Mabo and other Indigenous leaders and/or the importance of active participation in Australian society.

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Extension activities for The Man

Activity 1 Activity 2 Focus questions Lead-in activity What sort of man was Eddie Mabo? Discuss the multiplicity of roles we all play, how we What did he and the Mabo case achieve? are defined in terms of place, family origin, commu- nity, cultural and religious traditions, personality etc Major task and how people grow and change in response to How is Eddie Mabo seen by others? their experiences and the people they meet. Ask students to construct their view of Eddie Mabo. Major task Lead-in activities Identify the many roles Eddie took on in his life. A preliminary activity might include two or three As there are so many descriptions, you may wish to sessions in the library collecting information and divide students into groups, assign a number of evaluating other views about the Eddie Mabo and topics and complete the jigsaw with a combined list the Mabo case. on the board or with a data chart. Alternately, stu- The internet may provide more information than dents could collect and save the descriptions in the other texts—see www.MaboNativeTitle.com basket as part of a visual presentation. Steps in the process Here’s a list to help you Ask students to listen to all of The Man subject Eddie the person, son, Torres Strait Islander, young strand once. man, fisherman, husband, father, communist, For the second viewing, ask students to list the wharfie, branch secretary, artist, educator, director, descriptions of Eddie Mabo in note form. partner, gardener, guest lecturer, friend, reader, learner, activist, self-educated man, thinker, For the third viewing, use the data chart like the one philosopher, risk taker, leading plaintiff, stirrer, below to organise and compare the notes. leader, plaintiff, unemployed, crusader, battler, sailor, student, patient, winner, symbol, reformer, fighter for equal rights, a representative of Indigenous people, hero.

Compare with the views of Explain the terms used The role or description of Include the action(s) other people (use both the context and Eddie Mabo referred to or the context (as expressed in sources the dictionary) collected in the library)

educator established a school for...

plaintiff

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Subject strand: The Case Suggested activities A history of the Mabo case from its inception in • The first five topics give a number of definitions of Townsville in 1981 to the High Court victory in 1992, native title including Justice Brennan’s: which recognised native title and rejected the concept so long as the peoples remain an identifiable commu- of terra nullius. nity, the numbers of whom are identified by one anoth- er as members of that community, living under its laws Suggested activity and customs, the communal native title survives to be • Design and present a film, video or multimedia pres- enjoyed… ( {No2} (1992) 175 CLR entation (perhaps using the baskets on the CD-ROM) 1, at p61) that explores the legal impact of the Mabo case. Collect and save in the basket the different definitions Subject strand: Mabo of native title used in the first five topics and construct a working definition. An edited and updated version of Land Bilong • Debate the issue of native title or write a story for the Islanders, a documentary made during the Mabo case. Townsville Bulletin of someone’s involvement in native You can watch it as a whole (choose Mabo Full Screen title actions. Movie) or as a series of short topics. The film takes you to Mer to hear from Islanders directly. The traditional Subject strand: Land Rights system of land ownership, rights and responsibilities are explained, as is the impact of the past on contem- The Land Rights subject strand begins with a brief porary beliefs and culture. The plaintiffs outline their explanation of the Dreaming and the connection history and the Mabo case. The narrator sums up the between Indigenous peoples and the land, broadening High Court decision and its impact, particularly on the focus on Murray Island to other parts of Australia. politicians. It continues with European occupation and the evolu- tion of the land rights movement and includes com- Suggested activities mentary on the major land cases of the 1970s and • Select four or five topics where people talk direct to 1980s. the camera and note the difference between these accounts and other accounts or sources. For example, Suggested activities note Flo Kennedy’s comparison with old ways of deal- • Construct a presentation that describes some mean- ing with conflict and the use of the legal system, Father ings of the land for Aboriginal and Torres Strait Islander Passi’s observations and James Rice’s comments. peoples who have continuously occupied that land, • Consider the problems associated with how land and compares these meanings to those of another ownership is defined. community with a different history (perhaps Indigenous Australians living in big cities, recent arrivals from Asia, • How does using film help get the message of con- Europe or the Middle East, or farmers in rural nection to land or place across to viewers? To help Australia). answer this, analyse spoken and visual text. • Construct a multimedia graphic comparing land • Ask your parents and family friends about having a rights in Australia with Canada or the United States. place or home of their own and what importance they place on their connections to certain places. • Write a speech for an Indigenous representative in the House of Representatives arguing for the inclusion Subject strand: Native Title of custodianship or prior occupation in a future pream- ble to the Constitution. One of the most important aspects of the Mabo judg- ments was to recognise that native title predates the assertion of sovereignty by the British. The Native Title Subject strands: Terra Nullius strand considers the common law principle of native Terra nullius means ‘land belonging to no one’. This title and goes on to explore the legal ramifications of strand investigates how this centuries-old legal princi- the Mabo case and tease out the many issues associ- ple was applied to the take-over of Australia and its ated with land rights. It examines successful native title significance to the Mabo case. It discusses the histor- claims across the country and looks at who can make ical bases for the conquest and occupation of other a claim and how. nations and introduces (European) international law.

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Suggested activity Acknowledgments • Research and construct a visual representation (eg series of sketches, slide show, collage, CD-ROM bas- These teaching notes were prepared by Margot Clarke, ket presentation) showing the occupation of Australia Academic Projects Officer at Open Learning Australia by the British. to accompany Mabo—The Native Title Revolution, in consultation with John Page, Indigenous Projects Timeline Coordinator for Open Learning Australia. By ordering topics chronologically, the timeline pro- Janet Baker, Academic Programs Manager, Open vides a different way to look at some of the same top- Learning Australia advised and edited the notes. Dr ics that appear in the subject strands of the CD-ROM. Martin Nakata from the Aboriginal Research Institute at the University of South Australia provided further Suggested activities advice. • Investigate the possible reasons for beginning the Thanks to the teachers and students of the trial timeline in Mabo—The Native Title Revolution at 2000 schools: Footscray City Secondary College, BC. Melbourne, Victoria and Woolum Bellum Koori Open • List the symbols used in the timeline and explain their Door Education School, Kurnai College, Morwell, use in this context. Older students could go on to Victoria analyse the intended purpose and compare with other possible effects. A Film Australia National Interest Program in associa- • Compare the timeline used in this CD-ROM with tion with Buona Notte Productions and Tantamount those in print texts. Productions. Developed and produced with the assis- • Construct a graphic timeline of Eddie Mabo’s life tance of the Multimedia 21 Fund—Cinemedia. The which includes his biographical details and the major website has been developed in collaboration with the influences on him (see also The Man subject strand). Aboriginal Research Institute at the University of South Australia, and established as part of the Indigenous References Online Network, supported through the financial assis- Teaching Aboriginal Studies edited by Dr Rhonda tance of Open Learning Australia. Craven (Allen & Unwin, 1999). A resource of the Teaching the Teachers: Indigenous Australian Studies Mabo—The Native Title Revolution website Project. http://www.MaboNativeTitle.com The Adelaide Declaration on National Goals for A website has been created as part of the Mabo—The Schooling in the Twenty-first Century, the 10th Native Title Revolution project. As well as enabling Ministerial Council on Education, Employment, updates of the CD-ROM, the site contains a database Training and Youth Affairs in Adelaide 22-23 April 1999. with additional material, advice about using the CD- http://www.curriculum.edu.au/mceetya/nationalgo- ROM and website, and links to other related sites. You, als/natgoals.htm as a user, can contribute to this database. Other resources Film Australia’s website School materials and other resources produced by the http://www.filmaust.com.au Curriculum Corporation for the Discovering Film Australia’s website lists documentaries and Democracy Project. teacher resources on Australian studies, history, cul- See www.curriculum.edu.au/democracy ture and politics. There is an extensive collection of programs dealing with Indigenous issues including the Discovering Democracy Project’s Civics and film Mabo—Life of an Island Man that forms part of Citizenship Education website with materials and Mabo—The Native Title Revolution. resources used in the two tertiary subjects Civics and Citizenship Education and Citizenship and Australian You can also print off teachers’ notes to many Film Democracy provided by distance education through Australia documentary programs, order videos online Open Learning Australia. and find out about television broadcasts. See http://www4.gu.edu.au/ext/civics/index.htm

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For information on Film Australia programs or to order a video, contact National Sales, Film Australia, Caution PO Box 46 Lindfield 2070, ph: 02 9413 8777, Mabo—The Native Title Revolution includes fax: 02 9416 9401, email: [email protected] images of many Aboriginal and Torres Strait Teachers notes © Film Australia Limited 2000 Island people, both living and deceased. Care should be taken when showing this program to For educational classroom use only. All other rights reserved. Indigenous peoples so as not to cause distress to No part of this publication may be reproduced, stored in a retrieval those related to the deceased. No secret-sacred system, or transmitted in any form or by any means, electronic, or otherwise restricted images or information mechanical, photocopying, recording, or otherwise, without the have, to the producers’ knowledge, been includ- prior written permission of Film Australia. ed in this program. ACN 008 639 316

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